Educational Studies, as the journal of The American Educational Studies Association (AESA), invites submissions relevant to AESA and the disciplines of social and educational foundations. AESA was established in 1968 as an international learned society for scholars, researchers, teacher educators, students, teachers, and administrators who are interested in social and educational foundations, both in and outside of schools. The organization has attracted scholars who engage within the disciplines of anthropology, economics, history, philosophy, politics, and sociology of education, as well as race/ethnic, gender, queer, cultural, comparative, and transnational studies. Educational Studies provides a cross-disciplinary forum for the exchange and debate of ideas generated from the above-mentioned fields of study. In addition to research articles, the journal invites submissions of reviews of books, films/documentaries, arts and new media, essays dealing with pedagogical issues in the Social Foundations courses; and other creative works relevant to Social and Educational Foundations scholarship.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.
Researchers, faculty, and students across the fields of educational foundations and curriculum studies.
Journal metrics
Usage
79K annual downloads/views
Citation metrics
1.3 (2023) Impact Factor
Q2 Impact Factor Best Quartile
1.5 (2023) 5 year IF
1.9 (2023) CiteScore (Scopus)
Q2 CiteScore Best Quartile
0.946 (2023) SNIP
0.476 (2023) SJR
Speed/acceptance
24 days avg. from submission to first
decision
268 days avg. from submission to first
post-review decision
32 days avg. from acceptance to online
publication
28% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Ming Fang He,Georgia Southern University Bic Ngo,University of Minnesota-Twin Cities
ASSOCIATE EDITORS
Nimo Abdi,Ohio State University Michelle Bae-Dimitriadis,Penn State University Reagan Mitchell,University of North Carolina, Winston-Salem Suniti Sharma,St. Joseph’s University-Philadelphia Sophia Rodriguez,University of Maryland, College Park Boni Wozolek,Penn State University at Abington
MANAGING EDITOR
Pamela Konkol,Concordia University Chicago, USA
EDITORIAL BOARD
Elizabeth Chase,St. John’s University Tang T. Heng,National Institute of Education/Nanyang; Technological University/Singapore John Chi-Kin Lee,The Education University of Hong Kong Guofang Li,University of British Columbia, Canada John Luppinacci,Washington State University Ann Mogush Mason,University of Minnesota-Twin Cities Juan Carrillo,Arizona State University Nirmala Erevelles,The University of Alabama Cleveland Hayes,IUPUI Dawn Hicks Tafari,Winston-Salem State University Francyne Huckaby,Texas Christian University Awad Ibrahim,University of Ottawa Isabel Nunez,Purdue University, Fort Wayne Sabrina Ross,Georgia Southern University Marianna Souto-Manning,Columbia University Denise Taliaferro Baszile,Miami University Tanetha GroslandUniversity of South Florida at Tampa Tracey PyscherWestern Washington University Min YuWayne State University Jason GoulahDePaul University Timothy San PedroThe Ohio State University Leilani Sabzalian (Alutiiq)University of Oregon Verónica N. VélezWestern Washington University Tracy Lachica BuenavistaCalifornia State University, Northridge Timothy MonrealThe University at Buffalo
Abstracting and indexing
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MLA International Bibliography (Modern Language Association)
OmniFile Full Text Mega (H.W. Wilson)
OmniFile Full Text Select (H.W. Wilson)
Poetry & Short Story Reference Center
Professional Development Collection
Psychology & Behavioral Sciences Collection,
PsycINFO
SocINDEX
SocINDEX with Full Text
TOC Premier (Table of Contents)
ERIC (Education Resources Information Center)
Gale
MLA International Bibliography
OCLC
Education Index (Online)
Ovid
ERIC (Educational Resources Information Center)
PsycINFO
ProQuest
Education Database
ERIC (Education Resources Information Center)
MLA International Bibliography (Modern Language Association)
PAIS International (Public Affairs Information Service)
Professional ProQuest Central
ProQuest 5000
ProQuest 5000 International
ProQuest Central
ProQuest Professional Education
Research Library
PsycINFO
Social Science Premium Collection
Taylor & Francis
Educational Research Abstracts Online
Research into Higher Education Abstracts (Online)
Studies on Women and Gender Abstracts
Thomson Reuters
Web of Science
Emerging Sources Citation Index
Open access
Educational Studies is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
The American Educational Studies Association (AESA) was established in 1968 as an international learned society for students, teachers, research scholars, and administrators who are interested in the foundations of education. AESA is a society primarily comprised of college and university professors who teach and research in the field of education utilizing one or more of the liberal arts disciplines of philosophy, history, politics, sociology, anthropology, or economics as well as comparative/international and cultural studies. The purpose of social foundations study is to bring intellectual resources derived from these areas to bear in developing interpretive, normative, and critical perspectives on education, both inside of and outside of schools.
American Educational Studies Association and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, American Educational Studies Association and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by American Educational Studies Association and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. American Educational Studies Association and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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